Case Presentation

A form of HCO that offers nurses the opportunity to fully realize their professional role is the Magnet© organization. Magnet organizations are HCOs, primarily hospitals, that have adopted organizational practices that promote excellence in nursing practice. The HCO that adopts Magnet principles is committing to an organizational design and structure that empowers nursing staff to achieve higher levels of performance through engagement and participation. The Magnet designation is only obtained after a process of learning and self-evaluation followed by changes to the organization’s structure. These design changes provide a decentralized authority structure created to support participative management and professional autonomy for nurses. Nurses working in Magnet facilities are expected to be active participants in organizational processes, to govern themselves, to collaborate with other professional colleagues and to be both responsible and accountable for the outcomes of nursing care.

Magnet designation is an empowerment model that captures the main features of the complex adaptive system. Adopting Magnet principles meant to attract and retain excellent nurses is, fundamentally, recognition that professional nursing is a valuable and scarce resource essential to the effective function of the HCO. Nurses are not simply workers in the system but are instead a critical component of the organization, making substantial contributions to the success of the HCO. To achieve this recognition, an HCO must be able to demonstrate the full integration of professional nursing into its operations through authority structures that move decision making, power, and control of practice to nurses throughout the organization. This is usually accomplished through the creation of governance councils in which all nursing staff are able to voice their concerns with care issues and then make decisions that will affect how care is delivered in that facility. Professional decision making is no longer the exclusive domain of the nursing executive and directors. Instead, there is a flattening of hierarchical relationships related to authority and control over practice with more of the responsibilities for care outcomes being assumed by nursing staff.

1. Would a reference to nursing logically fit in the mission statement of a magnet?

2.What are examples of how a magnet HCO captures the main features of a complex adaptive system?

The HCO must also demonstrate that appropriate processes are in place that allow for the development of innovative care strategies and that nurses can implement and review the results of their innovation efforts. Quality management in Magnet organizations is robust, and nurses are fully involved in creative activities that encourage continuous quality improvement and the achievement of excellence in nursing care. These facilities promote the continuing professional development of their nurses by supporting education and career-ladder programs.

Case Analysis

This care exemplifies the concept Health Care Organizations major and minor attributes of purpose, public trust, structure, and organizational environment. Although Magnet designation is specific to nursing, the adoption of a Magnet design by an HCO has spillover benefits for the entire organization. Because the HCO is an integrated system and professional nursing is the largest workforce in most of these organizations, an active and engaged nursing workforce positively influences other members and other components of the HCO. Empowered nurses act as transformative agents in the Magnet structure, leading efforts to improve the quality of care and inspiring others in the organization to join in the effort to create better systems and improved HCO outcomes. In the end, the HCO with Magnet designation benefits from increased collaboration, self-determination, and participation by nurses because this increases the capacity of the organization to adapt to uncertainty and change.

Fill the table

What do these three phylum tell us about the evolution of the traits in the table above?

D. Describe the characteristics and function(s) of a bundle of alveoli.

E. How does the diaphragm contribute to the mechanism of ventilation?

Why does it make metabolic sense for UTP to inhibit carbamoyl phosphate synthetase II, whereas ATP activates the enzyme?

Describe how the fumarate produced by the purine nucleotide cycle could be catabolized to CO2.

Aspirin overdose has been shown to cause hyperventilation in men, resembling the toxic effects of pesticides and herbicides like DDT and dinitro phenol. The mechanism of action has been shown to involve the electrochemical gradient across the mitochondrial inner membrane. Explain how these compounds can affect the aforementioned gradient and how that effect is connected to the symptom of hyperventilation.

You are studying directional selection on neck length (a quantitative trait) in a giraffe population. Below you can see data on neck length of the whole population and the breeding parents.

(a) (4 pts) What is the selection differential? Show your calculations.

(b) (4 pts) In the offspring of the next generation you find that the average neck length is 60. Based on this and the results from (a), what was the heritability of neck length. Show your calculations.

Draw a Punnett square for a monohybrid cross between A) two homozygous parents (one dominant and on recessive), and B) a heterozygous dominant parent and homozygous recessive parent

1. Write the ingredient list of your meal with the associated greenhouse gas emissions individually (for each ingredient).
2. Then, add the greenhouse gas emissions of your total meal.
3. In a few sentences discuss your meal. Are there ways you could reduce your greenhouse gas emission by substituting different products?

**answer all question thoroughly for good rating**

Experiment 2 Diffusion - Concentration Gradients and Membrane Permeability Experiment Inventory

Materials 10 mL 1% Glucose Solution, C6H12O6 4 mL 1% Iodine-Potassium Iodide (IKI) 5 mL Liquid Starch, C6H10O5 4 Glucose Test Strips 4 Small Rubber Bands (Latex Warning: Handle with gloves on if allergic.) *Permanent Marker *Water *Scissors *Paper Towels *Stopwatch/Timer

Labware (5) 100 mL Beakers 6 Pipettes Ruler 100 mL Graduated Cylinder **15.0 cm Dialysis Tubing

**Be sure to measure and cut only the length you need for this experiment. Reserve the remainder for later experiments.

lab

EXPERIMENT DIFFUSION – CONCENTRATION GRADIENTS AND MEMBRANE PERMEABILITY **In this experiment, you will dialyze a solution of glucose and starch to observe the effect of a selectively permeable membrane on the diffusion of these molecules. To assess the movement of these molecules, you will use indicators. An indicator is a substance that changes color when in the presence of the substance it indicates. You will be using an indicator to test for the presence of starch and glucose. Attention! • Do not allow the open end of the dialysis tubing to fall into the beaker. If it does, remove the tube and rinse thoroughly with water before refilling it with the starch/glucose solution and replacing the tubing to the beaker. • Dialysis tubing must be soaked in water before you will be able to open it up to create the dialysis “bag.” Follow these directions for this experiment:

1. Soak the tubing in a beaker of water for 10 minutes. 2. Place the dialysis tubing between your thumb and forefinger, and rub the two digits together in a shearing manner. This motion should open up the “tube” so that you can fill it with the different solutions. • If you make a mistake, the dialysis tubing can be rinsed and used again. • You may need to reuse beakers throughout this experiment. When this is the case, clean beakers between uses.

PROCEDURE 1. Measure and pour 50 mL of water into a 100 mL beaker using the 100 mL graduated cylinder. 2. Label this beaker “water.” Cut a piece of dialysis tubing 15 cm long. Submerge the dialysis tubing in the water for at least 10 minutes. 3. Measure and pour 82 mL of water into a second 100 mL beaker using the 100 mL graduated cylinder. Label this beaker “dialysis.” This is the beaker you will put the filled dialysis bag into in Step 10. 4. Make the glucose/starch mixture. Use a graduated pipette to add 5 mL of glucose solution to a third 100 mL beaker and label it “dialysis bag solution.” Use a different graduated pipette to add 5 mL of starch solution to the same beaker. Mix by pipetting the solution up and down six times. 5. Using the same pipette that you used to mix the dialysis bag solution, remove 2 mL of the dialysis bag solution and place it in a clean beaker. Label this beaker “positive control.” This sample will serve as your positive control for glucose and starch. a. Dip one of the glucose test strips into the 2 mL of glucose/starch solution in the fourth beaker. After 1 minute has passed, record the final color of the glucose test strip in Table 2. This is your positive control for glucose. b. Use a pipette to transfer approximately 0.5 mL of IKI into the 2 mL of glucose/starch solution in the fourth beaker. After 1 minute has passed, record the final color of the glucose/starch solution in the beaker in Table 2. This is your positive control for starch. 6. Using a clean pipette, remove 2 mL of water from the “dialysis” beaker and place it in a clean beaker. Label this beaker “negative control.” This sample will serve as your negative controls for glucose and starch. a. Dip one of the glucose test strips into the 2 mL of water in the beaker. After 1 minute has passed, record the final color of the glucose test strip in Table 2. This is your negative control for glucose. b. Use a pipette to transfer approximately 0.5 mL of IKI into the 2 mL in the beaker. After 1 minute has passed, record the final color of the water in the beaker in Table 2. This is your negative control for starch. Note: The color results of these controls determine the indicator reagent key. You must use these results to interpret the rest of your results. 7. After at least 10 minutes have passed, remove the dialysis tube, and close one end by folding over 3.0 cm of one end (bottom). Fold it again, and secure with a rubber band (use two rubber bands if necessary). 8. Test to make sure the closed end of the dialysis tube will not allow the solution to leak out. Dry off the outside of the dialysis tube bag the paper towels. To open the dialysis tubing, use your thumb and pointer finger to rub the tubing between your fingers. Then, add a small amount of water to the bag and examine the rubber band seal for the leakage. Note: Be sure to remove the water from the inside of the bag before continuing. 9. Using the same pipette that was used to mix the glucose-starch solution in Step 4, transfer 8 mL of the dialysis bag solution beaker to the prepared dialysis bag. 10. Place the filled dialysis bag in the “Dialysis” beaker, leaving the open end draped over the edge of the beaker as shown in Figure 7. 11. Allow the solution to sit for 60 minutes. Clean and dry all materials except the beaker holding the dialysis bag. 12.After the solution has diffused for 60 minutes, remove the dialysis bag from the beaker, and empty the contents of the bag into a clean, dry beaker. Label the beaker “final dialysis bag solution.” 13. Test the final dialysis bag solution for the presence of glucose by dipping one glucose test strip into the dialysis bag. Wait 1 minute before reading the results of the test strip. Record your results for the presence of glucose in Table 3. Figure 7: Step 10 reference. 14.Test for the presence of starch by adding 2 mL IKI. After 1 minute has passed, record the final color in Table 3. 15. Use a pipette to transfer 8 mL of the water in the beaker to a clean beaker. Label this beaker “final dialysis beaker solution.” Test the beaker water for the presence of glucose by dipping one glucose test strip into the beaker. Wait 1 minute before reading the results of the test strip, and record the results in Table 3. 16.Test for the presence of starch by adding 2 mL of IKI to the beaker water. Record the final color of the beaker solution in Table 3.

Diffusion Concentration Gradients and Membrane Permeability

Data Tables

Table: Indicator Reagent Data

Table: Diffusion of Starch and Glucose Over Time

Questions

1. State your hypothesis.
2. Why is it necessary to have positive and negative controls in this experiment?
3. Draw a diagram of the experimental set-up. Use arrows to depict the movement of each substance in the dialysis bag and the beaker.
4. Which substance(s) crossed the dialysis membrane? Support your response with data-based evidence.
5. Which molecules remained inside of the dialysis bag?
6. Did all of the molecules diffuse out of the bag into the beaker? Why or why not?

Reflection (Discuss what you have learned by doing this experiment. How have your ideas changed? Do you have any new questions? What connections did you make between the lab and lecture?):

A mutation in the Sar1-GEF gene causes the Sar1-GEF protein to be a soluble ER protein. What is the potential outcome?

a. Everything will be the same. No change.

b. Sar1-GDP will not be created.

c. COPII coated vesicles will not be created.

d. Vesicles destined for the cis-Golgi network will not be able to fuse with its target membrane.

Could someone expain this question? for instance if its not c, why not? isn't Sar1 responsible for building COATII vesicles, thanks a lot.

Which of the following is a characteristic of cell communication that suggests cell signaling evolved early in the history of life?

A. All organisms form cell junctions to allow transfer of signaling molecules.

B. All organisms produce hormones to carry out signaling processes.

C. Plants, animals, and bacteria share very similar signaling processes.

D. Plants, animals, and bacteria use long-distance signaling molecules.

Describe the general principles of antibody based assays in cohesive sentences

Immunology

How does Indo1 allow measurement of signaling in real time? What is store operated calcium entry and how is it regulated?

If the EF-hand domain was mutated so it behaved like it was always bound to calcium how would this impact signaling?

Give 2 examples of inhibitory receptors that regulate T cell function How does CTLA4 reduce signaling in T cells?

Describe 3 ways that Fas/FasL interactions regulate T cell mediated immune responses

Immunology

Describe the two signals needed to activate B and T cells Describe the structure of a lymph node and relate this structure to the function of the lymph node in concentrating antigen and initiating an immune response.

Explain how an ELISA is used to quantify antibody concentrations and measure an immune response.

Understand how to interpret FACS data including side vs forward scatter, MFI values and multicolor staining profiles Distinguish between how B and T cells recognize antigens.

Describe the 4 mechanisms which contribute to B cell receptor diversity Detail the molecular regulation of VDJ recombination

Describe the formation of SMACs and their role in T cell activation What are ITAMs and what role do they play in the initiation of B and T cell recepetor signaling?